Measuring attainment Summative assessment consists of: ·Statutory tests (PISA) ·Non-statutory tests (ICAS) ·External exams ·Commercially produced tests ·School & class tests created by teachers ·Recall questions ·Any assessment method which aims to establish whether learning has taken place.
Enabling achievement Formative assessment consists of: ·Clarifying learning intentions at the planning stage ·Sharing learning intentions with students ·Appropriate and effective questioning which develops the learning rather than attempts to measure it ·Focusing feedback (written or oral) around the development of learning intentions and meeting of targets ·Organizing targets so that students’ achievement is based on previous achievement ·Involving students in self- and peer evaluation
Formative assessment requires a certain environment to flourish. Lesson plan ↓
Clear learning intentions displayed(the ‘what’) ↓ Teaching (the ‘how’) ↓
Learning intentions revisited (the ‘what’) ↓ Next lesson plan In order for formative assessment to flourish, nurturing students’ learning and their desire to learn must override all other aims.
Recommended first step:Create a Contract.
Begin with a carousel brainstorming session around key questions such as:
“What will our classroom look like if we all… come prepared with copy book and pen?”
“What will our classroom look like if we all… come on time?”
“What will our classroom look like if we all… do homework?”
“What will our classroom look like if we all… ….”
Each class should have the same expectations from their teachers in science. Student cooperation will be achieved more readily if all teachers conduct their classes in the same way.
Refining a standard:
Standard
Learning objective before
Learning objective after
29.1Know that light travels in straight lines and can be reflected by plane mirrors, and explain how images are formed in plane mirrors. Explain common applications of this phenomenon
Know that light travels in straight lines and can be reflected by plane mirrors, and explain how images are formed in plane mirrors. Explain common applications of this phenomenon
·Know that light travels in straight lines. ·Know that light can be reflected by plane mirrors. ·Explain how images are formed in plane mirrors. ·Explain common applications of this phenomenon.
Product success criteria: ·To be able to state that light travels in straight lines ·To be able to state that light can be reflected by plane mirrors ·To be able to draw a ray diagram which explains how images are formed in plane mirrors. ·To be able to drawa ray diagram to show how a periscope works (for example).
Process success criteria: ·To be able to state that angle of incidence = angle of reflection ·To be able to produce a ray diagram showing the mirror, normal, angles of incidence and reflection in the correct position. ·Use a plane mirror, laser pointer and protractor as a direct technique to draw a ray diagram which demonstrates that light travels in straight lines. ·Use a plane mirror, 4 pins and protractor as an indirect technique to draw a ray diagram which demonstrates that light travels in straight lines. ·The students will be expected to evaluate their own performance against these success criteria. Adapted from:Shirley ClarkeFormative Assessment in the Secondary Classroom
Points to bear in mind when designing assessment:
Seek elaboration of students’ initial responses e.g. “When you say… do you mean…?”
Measuring attainment
Summative assessment consists of:
· Statutory tests (PISA)
· Non-statutory tests (ICAS)
· External exams
· Commercially produced tests
· School & class tests created by teachers
· Recall questions
· Any assessment method which aims to establish whether learning has taken place.
Enabling achievement
Formative assessment consists of:
· Clarifying learning intentions at the planning stage
· Sharing learning intentions with students
· Appropriate and effective questioning which develops the learning rather than attempts to measure it
· Focusing feedback (written or oral) around the development of learning intentions and meeting of targets
· Organizing targets so that students’ achievement is based on previous achievement
· Involving students in self- and peer evaluation
Formative assessment requires a certain environment to flourish.
Lesson plan
↓
Clear learning intentions displayed(the ‘what’)
↓
Teaching (the ‘how’)
↓
Learning intentions revisited (the ‘what’)
↓
Next lesson plan
In order for formative assessment to flourish, nurturing students’ learning and their desire to learn must override all other aims.
Recommended first step: Create a Contract.
Begin with a carousel brainstorming session around key questions such as:
“What will our classroom look like if we all… come prepared with copy book and pen?”
“What will our classroom look like if we all… come on time?”
“What will our classroom look like if we all… do homework?”
“What will our classroom look like if we all… ….”
Each class should have the same expectations from their teachers in science. Student cooperation will be achieved more readily if all teachers conduct their classes in the same way.
Refining a standard:
· Know that light can be reflected by plane mirrors.
· Explain how images are formed in plane mirrors.
· Explain common applications of this phenomenon.
Product success criteria:
· To be able to state that light travels in straight lines
· To be able to state that light can be reflected by plane mirrors
· To be able to draw a ray diagram which explains how images are formed in plane mirrors.
· To be able to draw a ray diagram to show how a periscope works (for example).
Process success criteria:
· To be able to state that angle of incidence = angle of reflection
· To be able to produce a ray diagram showing the mirror, normal, angles of incidence and reflection in the correct position.
· Use a plane mirror, laser pointer and protractor as a direct technique to draw a ray diagram which demonstrates that light travels in straight lines.
· Use a plane mirror, 4 pins and protractor as an indirect technique to draw a ray diagram which demonstrates that light travels in straight lines.
· The students will be expected to evaluate their own performance against these success criteria.
Adapted from: Shirley Clarke Formative Assessment in the Secondary Classroom